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Instructional Map MS Intermediate Band

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP) and the SCS Curriculum Maps for Arts Education. Designed with the teacher in mind, the Arts Education (Orff Music, Visual Art, Media Arts, Dance, Instrumental Music, and Vocal Music) curriculum maps focus on teaching and learning in the domains of Perform, Create, Respond, and Connect. This map presents a framework for organizing instruction around the TN State Standards so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and the SCS Arts Education curriculum maps provide guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.The SCS Arts Education curriculum maps are designed to create artistically/musically literate students by engaging them both individually and collaboratively in creative practices of envisioning, investigating, constructing, and reflecting. To achieve these goals the curriculum maps were developed by expert arts teachers to reflect the conceptual framework of the four artistic processes: present, create, respond, and connect. How to Use the Arts Education Curriculum Maps

The SCS Arts Education curriculum maps are designed to help teachers make effective decisions about what content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. Across all arts disciplines, this is generally reflected in the following quarterly framework:

Knowledge and Skills- This column reflects the anchor standards and essential tasks associated with grade level mastery of each discipline.

Activities and Outcomes- Generally phrased similar to “I Can” statements, this portion identifies the specific performance indictors that are expected for students at a given time within the quarters/semester.

Assessments- This section of the quarterly maps focuses on the formative and summative methods of gauging student mastery of the student performance indicators listed in the activities/outcomes section.

Shelby County Schools 2016/2017 1 of 36


Resources And Interdisciplinary Connections- In this column, teachers will find rich bodies of instructional resources/materials/links to help students efficiently and effectively learn the content. Additionally, there are significant resources to engage alignment with the Comprehensive Literacy Improvement Plan (CLIP) that are designed to strengthen authentic development of aural/visual literacy in the arts content areas as well as support larger district goals for improvement in literacy.

Throughout this curriculum map, you will see high-quality works of art/music literature that students should be experiencing deeply, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources available for teacher use.



COURSE: Band

GRADE LEVEL(s): 5/6-12

PURPOSE: The purpose of all music courses in the Shelby County Schools is to develop comprehensive musicianship, in partnership with other core disciplines, with a focus of musical literacy. We believe all students have tremendous potential to learn and enjoy music. While research shows that music helps students develop higher-order skills and increase desire to learn, our driving goal is to empower students to use their minds more creatively by inspiring them to broaden their experiences and enrich their lives.

The 5/6th – 12th grade band program allows students transfer prior knowledge and skills to explore and develop their musicianship through performance on wind and percussion instruments that are standard to the concert band.

All 5/6th-12th band classes are elective curricular courses that meet during the school day, every day throughout the course of the school year. For grading purposes, all music students are required to exhibit their musical knowledge through public performances and participation in district approved individual and large group assessment festivals.

GRADE SPECIFIC BENCHMARKS:

Middle School Band II (HS Instrumental Music II) (2nd year)

Elective Course.

Prerequisite: Beginning Band/Instrumental Music I



Knowledge and Skills Activities/Outcomes Assessments Resources

QUARTER 1 Knowledge and Skills

PERFORMStandard 1.0 Singing: Students will sing alone and with others, a varied repertoire of music.Standard 2.0 Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music.Standard 5.0 Reading and Notating: Students will read and notate music.

Scales/Rudiments Produce a characteristic tone quality.

Explain the concept of and perform a major scale in at least two keys/two rudiments.

Formative and Summative Performance Assessment of studied major scales and rudiments.

Secondary Wind Performance Assessment Rubric, page 69, using Denese Odegaard’s Music Curriculum Writing 101Band Diagnostic Assessment/Review of scales (Premier Performance 1 pgs. 41) and selected exercises suitable for warm-up. Pg. 2

Smart Music Interactive Software Solo/Ensemble Material

Music Technology via Pocket Tracks recording device.

Diagnostic Assessment

CCSS.ELA-Literacy.CCRA.SL.4



Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.L.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Range / Tone Quality Produce a fundamental tone throughout range of the instrument.

Perform Chromatic scale in appropriate range for instrument.

Perform long tones as part of a comprehensive warm-up before performing.

Perform with proper embouchure, breath support, and posture through individual and ensemble performance.

Demonstrate on one’s own instrument in the range designated for their grade

100 Days of Sight- Reading Excellence – Timothy J. Cotov & Thomas G. MurphyPremier Performance 2 Pg. 41

CCSS.ELA-Literacy.CCRA.R.6Assess how point of view or purpose shapes the content and style of a text.

Time Signatures Apply basic elements associated with successful sight-reading using a variety of meters and tempi.

Formative assessmentIdentify and count in 3/4 and 4/4

Practice sight-reading band literature (Grade 2): Specific titles can be found from National Band Association’s Selective Music List for Bands in the members only section at:



Use standard symbols to notate meter, rhythm, and pitch in simple patterns within specified guidelines.

www.nationalbandassociation.orgAlso, utilize the WTSBOA select band list for titles:www.wtsboa.comPremier Performance 2 – Pg. 2-4CCSS.ELA-Literacy.CCRA.L.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Rhythm Identify and perform basic rhythms and pitches through verbalization.

Identify, notate, and perform basic rhythms and pitches.

Use a system (e.g., syllables, numbers, letters) to read simple pitches and rhythms.

Individual Performance AssessmentDemonstrate on one’s own instrument whole/half/quarter/dotted-half/dotted quarter.Demonstrate on one’s own instrument even/single groupings of eighth notes.

Individual Performance AssessmentMathematics: Note and rest values as fractions of a wholeA Rhythm A Day – Igor HudadoffRhythm Vocabulary Charts: For Effective Rhythmic Development – Ed Sueta100 Days of Sight- Reading Excellence – Timothy J. Cotov & Thomas G. Murphy

CCSS.ELA-Literacy.CCRA.L.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-Literacy.CCRA.L.6Acquire and use accurately a range of



general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

ArticulationIdentify and demonstrate an understanding of selected concepts of style.

Recognize and apply standard notation symbols for dynamics, tempo, articulation, and expression.

Concert Band Music Evaluation Form

Perform music at appropriate grade level with the correct articulations.

Demonstrate an understanding of the following articulations:

● Tonguing● Slurring● Legato● Accents● Staccato● Tenuto● Marcato

Concert Band Music Evaluation FormLanguage Arts: Vocabulary

Compile an ever-growing ‘word bank’ of vocabulary terms; utilize flash cards to drill terms.Practice sight-reading band literature (Grade 2): Specific titles can be found from National Band Association’s Selective Music List for Bands in the members only section at:www.nationalbandassociation.orgAlso, utilize the WTSBOA select band list for titles:www.wtsboa.comPremier Performance 2 – Pg. 45

CCSS.ELA-Literacy.CCRA.L.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or



listening.

Dynamics Recognize and apply standard notation symbols for dynamics, tempo, articulation, and expression.

Demonstrate an understanding of the following dynamic levels:

● Pianissimo● Piano● Mezzo-piano● Mezzo-forte● Forte● Fortissimo

Demonstrate an understanding of crescendo and decrescendo.

Language Arts: VocabularyCompile an ever-growing ‘word bank’ of vocabulary terms; utilize flash cards to drill terms.Specific titles can be found from National Band Association’s Selective Music List for Bands in the members only section at:www.nationalbandassociation.orgAlso, utilize the WTSBOA select band list for titles:www.wtsboa.comPremier Performance 2 – Pg. 42-45

CCSS.ELA-Literacy.CCRA.L.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Ensemble Skills Identify and demonstrate an understanding of selected dynamic and tempo markings.

Identify and demonstrate an understanding of selected concepts of style.

Perform, correctly, musical examples, which contain markings related to musicality.

Demonstrate the ability to follow the conductor’s gestures to include patterns, cues, dynamics, and musical gestures.

Premier Performance 2 – Pg. 42-45Grade 2 festival music

CCSS.ELA-Literacy.CCRA.L.3Apply knowledge of language to understand how language functions in



Demonstrate an understanding of the concept of phrase shaping.

different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCSS.ELA-Literacy.CCRA.R.4Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Vocalization Demonstrate the singing of selected intervals and melodies in unison.

Identify and perform basic rhythms and pitches through verbalization.

Use a system (e.g., syllables, numbers, letters) to read simple pitches and rhythms.

Sing pitches and intervals of a unison pitch, P4, P5, and octave.

Sing a basic two-part harmonization with both parts using the same rhythm.

Sing a simple five-note scale using proper breathing and intonation.

Premier Performance 2 – Pg. 2-6A Rhythm A Day – Igor HudadoffRhythm Vocabulary Charts: For Effective Rhythmic Development – Ed Sueta


CCSS.ELA-Literacy.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering



an unknown term important to comprehension or expression.

Instrument Maintenance Assemble/Disassemble instrument and demonstrate proper storage/handling of instrument.

Demonstrate proper daily maintenance routine. (i.e., corks, slides, valves, reeds, bows, strings).

Perform visual inspection of instrument (use an ongoing checklist with dates and document areas of concern; keep in students’ portfolios).

Explain, in a written essay, the importance of maintaining an instrument at all times.

Language Arts: WritingDistribute checklist to students prior to their inspection so they know the expectations.

CCSS.ELA-Literacy.CCRA.SL.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

RESPONDStandard 6.0 Listening to, analyzingand describing music:Students will listen to, analyze, and describe music.Standard 7.0 Evaluating:Students will evaluate music and music performances.

Listen/Analyzing Describe a simple musical example using basic music vocabulary/terminology.

Identify basic elements related to musical events (e.g., tempo, dynamics, orchestration, modulation).

Communicate through written and oral modes to identify, describe, analyze, and evaluate specific components of music.Class discussionStudent –to-student feedback

Premier Performance 2 – Pg. 48Music dictionary





Evaluation Discuss criteria for evaluating performances and compositions.

Explain personal preferences for specific musical works and styles using appropriate musical vocabulary/terminology.

Analyze the three building blocks of music (melody, harmony and rhythm) and their relationship to the quality of a musical performance.

Student Self-Evaluation (daily, weekly, monthly, quarterly): Denese Odegaard has a self-evaluation template form on page 74 of her book, Music Curriculum Writing 101

Connexions Website for integration:http://cnx.org/Pre-distribute and discuss the self-evaluation form with the students to promote clarity of expectations.

CCSS.ELA-Literacy.CCRA.SL.3Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

CCSS.ELA-Literacy.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.



CreateStandard 3.0 Improvise: Students will improvise melodies, variations, and accompaniments.Standard 4.0 Composing: Students will compose and arrange music within specified guidelines.

Arrange/Compose Create a variation of a simple rhythmic pattern.

Create a variation of a simple melody of no more than three pitches.

Written assessmentPerform rhythm pattern by clapping and on instrument

Rhythm Vocabulary Charts: For Effective Rhythmic Development – Ed SuetaAlfred’s Music Theory Book 1

CCSS.ELA-Literacy.CCRA.W.2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.CCSS.ELA-Literacy.CCRA.W.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Improvise Apply the fundamental concepts of improvisation using simple rhythmic patterns on one to three pitches.

Apply the fundamental concepts of improvisation using a simple melody.

Rubric based assessmentsTeacher observationIndividual Performance Assessment

Individual Performance AssessmentStandard of Excellence – Jazz Ensemble Method by Dean Sorenson & Bruce Pearson

CCSS.ELA-Literacy.CCRA.SL.4Shelby County Schools 2016/2017

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CCSS.ELA-Literacy.CCRA.SL.2Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Compose/Notate Create the final two measures for a four-measure melody within specified guidelines.

Create a four-measure melody within specified guidelines.

Complete a simple melody from known song.

Finale worksheetsSmart Music Interactive Software

CCSS.ELA-Literacy.CCRA.W.2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.CCSS.ELA-Literacy.CCRA.W.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

CONNECTStandard 8.0 Interdisciplinary Connections:



Students will understand relationships between music, the other arts, and disciplines outside the arts.Standard 9.0 Historical and Cultural Relationships:Students will understand music in relation to history and culture.

Interdisciplinary Connections Name and discuss the other art disciplines.

Compare and contrast common terms used in the arts disciplines.

Produce an oral analysis of how the elements of music are incorporated in an art discipline other than music.

Explain how artistic processes, and organizational principles are used in similar and distinctive ways in the diverse academic subjects.

Explain phrasing similarities in Drama and Music. Inflections in the dialogue and accents in the music should be compared.

http://artsedge.kennedy-center.org/educators/lessons


CCSS.ELA-Literacy.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-Literacy.CCRA.R.4Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative





meanings, and analyze how specific word choices shape meaning or tone.

Historical and Cultural Relationships Listen to teacher-selected examples of music from a variety of historical periods.

List historical periods as related to selected music examples.

Discuss the basic musical characteristics of selected historical periods.

Listen to music representative of selected cultures.

Aural assessmentClass discussionVin DiagramThinking MapHispanic Music

Music Connection CD’sAmerican Popular Musichttp://www.carsondellosa.com/cd2/SearchCatalog.aspx?k=music


QUARTER 2 Knowledge and Skills Activities/Outcomes Assessments Resources


Scales/Rudiments Explain the concept of and perform a Demonstrate 4 major scales http://www.wtsboa.com


http://www.wtsboa.com/

http://www.carsondellosa.com/cd2/SearchCatalog.aspx?k=music



major scale in at least two keys/two rudiments.

Perform a major scale in at least four keys/four rudiments.

● Bb, F, Eb, Ab● All-West pattern

Percussion - Percussive Arts Society (PAS) Standard Percussion Rudiments

Premier Performance 2 – Pg. 40-44http://www.pas.org/Learn/Rudiments.aspx

CCSS.ELA-Literacy.CCRA.SL.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.


Rhythm Identify, notate, and perform selected intermediate level (grade 2) rhythms and pitches.

Individual Performance AssessmentTeacher AssessmentAural Formative AssessmentClapp, count and perform rhythms

Individual Performance AssessmentA Rhythm A Day – Igor HudadoffRhythm Vocabulary Charts: For Effective Rhythmic Development – Ed Sueta



http://www.pas.org/Learn/Rudiments.aspx


Tone Quality Produce a fundamental tone throughout range of the instrument.

Produce a characteristic tone quality.

Demonstrate knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking at an intermediate level.

Demonstrate on one’s own instrument in the range designated for their grade level.

Students will continue to develop a proper embouchure, breath support, and posture through individual and ensemble performance.Ask students to listen and determine if they are in tune with themselves and the ensemble.

TunerSmart Musichttp://www.get-tuned.com/online_tuners.php


CCSS.ELA-Literacy.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Ensemble Skills Apply basic elements associated with successful sight-reading.

Apply basic elements associated with successful sight-reading using a variety of meters and tempi.

Recognize and apply standard notation symbols for dynamics, tempo, articulation, and expression.

Sight-Reading Assessment FormTeacher AssessmentSmart Music assessment

Sight-Reading Assessment Formhttp://oneminutemusiclesson.com/2012/12/20/the-4-best-programs-for-interactive-sight-reading-practice-sheet-music/Smart Music

CCSS.ELA-Literacy.CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently.


http://oneminutemusiclesson.com/2012/12/20/the-4-best-programs-for-interactive-sight-reading-practice-sheet-music/



http://www.get-tuned.com/online_tuners.php




Listen/Analyze Recognize the difference between vocal or instrumental examples.

Identify instruments within selected listening examples.

Identify basic elements related to musical events (e.g., tempo, dynamics, orchestration, modulation).

Describe, verbally or by writing/drawing/mapping, specific events in a musical example.

Communicate through written and oral modes to identify, describe, analyze, and evaluate specific components of music.

Demonstrate an awareness of various criteria that may be applied when evaluating music.

Music Connection CD’s



Evaluate Discuss criteria for evaluating Student Self-Evaluation (daily, weekly, Director’s Guide by Amro Music, page 49,



performances and compositions.

Present an oral or written evaluation of a performance of another person using appropriate vocabulary/terminology.

Construct a written evaluation of one’s own performance using appropriate vocabulary/terminology.

monthly, quarterly): Denese Odegaard has a self-evaluation template form on page 74 of her book, Music Curriculum Writing 101Set Playing Goals for quarterMonitor ProgressStudent-to-student feedback

practice record for 9-week periodNilo Hovey’s Manual, page 22,“Hints on Systematic Practice”http://educators.conn-selmer.com/pdf/BandManual.pdfPre-distribute and discuss the self-evaluation form with the students to promote clarity of expectations.Present Leadership Success, video and activities/worksheets, by Dr. Tim Lautzenheiser, Gia Publications, Inc.

CCSS.ELA-Literacy.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.


CREATEStandard 3.0 Improvise: Students will improvise melodies, variations, and accompaniments.Standard 4.0 Composing: Students will compose and arrange music within specified guidelines.

Compose Create a melody using a variety of pitches Compose a 30 second piece using loops Alfred’s Music Theory Book 1



and rhythms.

Understand individual instrument transposition (concert pitch versus actual pitch).

in Garage Band.Create a 16 bar composition with specific guidelines.Transpose 8 bars from a piano score or conductor’s score.

Garage BandA Rhythm A Day – Igor HudadoffRhythm Vocabulary Charts: For Effective Rhythmic Development – Ed Sueta

CCSS.ELA-Literacy.CCRA.R.5Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Improvise Create a variation of a simple melody of no more than three pitches.

Create a variation of a simple melody with a minimum of five pitches and varying rhythms.

Individual Performance AssessmentTeacher AssessmentStudent demonistration

Individual Performance AssessmentStandard of Excellence – Jazz Ensemble Method by Dean Sorenson & Bruce Pearson


CONNECTStandard 8.0 Interdisciplinary Connections:Students will understand relationships



between music, the other arts, and disciplines outside the arts.Standard 9.0 Historical and Cultural Relationships:Students will understand music in relation to history and culture.

Interdisciplinary Connections 8.2.1 Understand basic relationships between music and other academic disciplines.8.2.2 Identify examples of how music is used by other academic disciplines.8.2.3 Analyze the effects of the interaction between music and other academic disciplines.

Explain relationships between music and science.Thinking Maps for music and other academic disciplines.Examine music in the media.Examine Music and seasonal holidays.

http://artsedge.kennedy-center.org/educators/lessonshttp://musiced.nafme.org/resources/nafme-online-publications/



Historical and Cultural Relationships Listen to music representative of selected cultures.

Discuss distinguishing characteristics of music of selected cultures.

Discuss the distinguishing characteristics

Aural assessmentClass discussionVin DiagramThinking MapDiscuss Christmas, Hanukah, and other winter celebration music

Music Connection CD’sGarage Band loopshttp://www.carsondellosa.com/cd2/SearchCatalog.aspx?k=music

CCSS.ELA-Literacy.CCRA.W.9Draw evidence from literary or




http://musiced.nafme.org/resources/nafme-online-publications/

http://musiced.nafme.org/resources/nafme-online-publications/




of and the instruments used in music of selected cultures.

informational texts to support analysis, reflection, and research.

CCSS.ELA-Literacy.CCRA.R.7Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1



Scales/Rudiments Perform a major scale in at least four keys/four rudiments.

Demonstrate 6 major scales● Bb, F, Eb, Ab, C, Db● All-West pattern

Percussion - Percussive Arts Society (PAS) Standard Percussion Rudiments

http://www.wtsboa.comPremier Performance 2 – Pg. 40-44http://www.pas.org/Learn/Rudiments.aspx

CCSS.ELA-Literacy.CCRA.SL.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are





appropriate to task, purpose, and audience.


Range Produce a fundamental tone throughout range of the instrument.

Produce a characteristic tone quality.

Demonstrate knowledge of breathing, bowing, embouchure, fingering, articulation, and/or percussion sticking at an intermediate level.

Demonstrate instrument range appropriate to level of experience.Students will be able to play the following ranges of notes within the keys of B-flat and E-flat major•Flute: first line E-flat to F above the staff•Oboe: first line E to G above the staff •Bassoon: First line G to B-flat above the staff•Clarinet/bass clarinet: E below the staff to G above the staff•Saxophone: C below the staff to C above the staff•Trumpet: G-flat below the staff to top line F•Horn: F below the staff to top line F•Baritone/Trombone: F below the staff to D above the staff •Tuba: F below the staff to D above the staff (an octave lower than Baritone)

100 Days of Sight- Reading Excellence – Timothy J. Cotov & Thomas G. MurphyPremier Performance 2 Pg. 41-45.TunerSmart Musichttp://www.get-tuned.com/online_tuners.php






Time Signatures Use standard symbols to notate meter, rhythm, and pitch in simple patterns within specified guidelines.

Demonstrate proficiency counting and performing in time signatures appropriate for grade level.

Perform music at an appropriate grade level (2) in 2/4, 3/4, 4/4, or 6/8 time.

Alfred’s Music Theory Book 1Premier Performance 2


Rhythm Identify, notate, and perform selected intermediate level (grade 2) rhythms and pitches.

Individual Performance AssessmentTeacher AssessmentFormative assessment: Demonstrate on one’s own instrument

whole/half/quarter/dotted-half/dotted quarter, triplets in both quarter/eighth notes.

Demonstrate on one’s own instrument even/single groupings of eighth notes.

Demonstrate on one’s own instrument dotted 8th-16th note patterns.

Demonstrate an understanding of rhythmic concepts appropriate to grade level.

Individual Performance AssessmentMathematics: Note and rest values as fractions of a wholeA Rhythm A Day – Igor HudadoffRhythm Vocabulary Charts: For Effective Rhythmic Development – Ed Sueta


Ensemble Skills Identify and demonstrate an understanding of selected dynamic and tempo markings.

Identify and demonstrate an understanding

Sight-Reading Assessment FormTeacher AssessmentPerform grade level appropriate music

Sight-Reading Assessment Formhttp://www.wtsboa.com




of selected concepts of style.

Demonstrate an understanding of the concept of phrase shaping. from many compositional periods with characteristic interpretive elements.

Apply basic elements associated with successful sight-reading using a variety of meters and tempi.

Grade 2Sight-read Grade 1 music



Listen/Analyze Identify basic elements related to musical events (e.g., tempo, dynamics, orchestration, modulation).

Describe, verbally or by writing/drawing/mapping, specific events in a musical example.

Develop and apply criteria for analyzing musical performances, compositions, arrangements, and improvisations (individual and ensemble).Create form maps.

Music Connectionshttp://musiced.nafme.org/my-music-class/

CCSS.ELA-Literacy.CCRA.L.6Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering


http://musiced.nafme.org/my-music-class/


vocabulary knowledge when encountering an unknown term important to comprehension or expression.


Evaluating Compare and contrast two different performances of the same excerpt using appropriate vocabulary/terminology.

Develop and apply criteria for evaluating the quality and effectiveness of musical performances, compositions, arrangements, and improvisations (individual and ensemble).Create a rubric to compare grade level performances.Apply WTSBOA rubric to student performances of All-West music.

http://www.wtsboa.com

CCSS.ELA-Literacy.CCRA.R.9Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


Improvise 3.3.1 Improvise a solo over a given chord Individual Performance Assessment Individual Performance AssessmentShelby County Schools 2016/2017

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(using one or more pitches).3.3.2 Improvise a solo over a given chord (using three pitches).

Teacher AssessmentStudent demonstration Standard of Excellence – Jazz

Ensemble Method by Dean Sorenson & Bruce Pearson


Compose Produce a written transcription for a specified instrument using an example in concert pitch.

Transcribe a melody from a piano score or conductor’s score for your individual instrument.

Alfred’s Music Theory Book 1Garage BandFinaleA Rhythm A Day – Igor HudadoffRhythm Vocabulary Charts: For Effective Rhythmic Development – Ed Sueta




CONNECTStandard 8.0 Interdisciplinary Connections:Students will understand relationships between music, the other arts, and disciplines outside the arts.Standard 9.0 Historical and Cultural Relationships:Students will understand music in relation to history and culture.

Interdisciplinary Connections Identify different forms of technology used in creating, producing, and listening to music.

Discuss the progress of technology throughout the history of music.

Create a timeline for music technology. http://artsedge.kennedy-center.org/educators/lessons

CCSS.ELA-Literacy.CCRA.W.2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-Literacy.CCRA.SL.5Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Historical and Cultural Relationships 9.3.1 Discuss the role of music in daily life throughout history.

Aural assessmentClass discussion

Music Connection CD’sAmerican Popular Music





9.3.2 Compare the accessibility of music throughout history between the poor (common man) and the rich (nobility/educated).

Vin DiagramThinking Map




PERFORMStandard 1.0 Singing: Students will sing alone and with others, a varied repertoire of music.Standard 2.0 Playing Instruments: Students will perform on instruments, alone and with others, a varied repertoire of music.Standard 5.0 Reading and Notating:

Scales/Rudiments Perform a major scale in at least four keys/four rudiments.

Continue to demonstrate major scales learned throughout the year.

● Bb, F, Eb, Ab, C, Db● All-West pattern

2. Percussion - Percussive Arts Society

http://www.wtsboa.comPremier Performance 2 – Pg. 40-44http://www.pas.org/Learn/Rudiments.aspx

CCSS.ELA-Literacy.CCRA.SL.4








Time Signatures Use standard symbols to notate meter, rhythm, and pitch in simple patterns within specified guidelines.

Concert Band Music Evaluation FormPerform in 3/4,4/4, 2/4, and 6/8Transcribe short melody by ear.

Concert Band Music Evaluation Form100 Days of Sight- Reading Excellence – Timothy J. Cotov & Thomas G. MurphyPremier Performance 2 Pg. 41-45CCSS.ELA-Literacy.CCRA.L.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Rhythm Identify, notate, and perform selected intermediate level (grade 2) rhythms and pitches. dotted 8th-16th note patterns.

Individual Performance AssessmentFormative assessment on selected sections.Perform Grade 2 music

Individual Performance AssessmentMathematics: Note and rest values as fractions of a wholeA Rhythm A Day – Igor HudadoffRhythm Vocabulary Charts: For Effective Rhythmic Development – Ed SuetaPremier Performance 2 - Pg. 32-40.

CCSS.ELA-Literacy.CCRA.L.3



Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Ensemble Skills Apply basic elements associated with successful sight-reading using a variety of meters and tempi.

Formative and summative performance self and peer assessments of studied music selections utilizing the Secondary Wind Performance Assessment Rubric, Page 69, from Denese Odegaard’s Music Curriculum Writing 101

Band Expressions 2 Unit 13, 14, 15, 27, 30, 32, & 33Nilo Hovey’s Manual, pages 9-10, “Balance”’Premier Performance 2 – Pg. 33-35http://educators.conn-selmer.com/pdf/BandManual.pdfDistribute the “Secondary Wind Performance Assessment” rubric to students prior to assessment; discuss and clarify rubric expectations for best preparation and performance from the students.


Balance and Blend Identify and demonstrate an understanding of selected dynamic and tempo markings.

Embedded AssessmentDemonstration

Band Expressions 2 Unit 13, 14, 15, 27, 30, 32, & 33



Identify and demonstrate an understanding of selected concepts of style.

Demonstrate an understanding of the concept of phrase shaping.

Formative and summative performance self and peer assessments of studied music selections utilizing the Secondary Wind Performance Assessment Rubric, Page 69, from Denese Odegaard’s Music Curriculum Writing 101

Nilo Hovey’s Manual, pages 9-10, “Balance”’http://educators.conn-selmer.com/pdf/BandManual.pdfDistribute the “Secondary Wind Performance Assessment” rubric to students prior to assessment; discuss and clarify rubric expectations for best preparation and performance from the students.



Improvise Improvise a solo over a given blues progression.

Formative AssessmentAural assessment

Standard of Excellence – Jazz Ensemble Method by Dean Sorenson & Bruce Pearsonhttp://www.kjos.com/sub_section.php?


http://www.kjos.com/sub_section.php?division=6&series=80


division=6&series=80


Compose Create a simple harmonization under a given melody.

Compose a harmonization within specific guidelines under a given melody.

Standard of Excellence – Jazz Ensemble Method by Dean Sorenson & Bruce PearsonPremier Performance 2







Listen/Analyze Compare and contrast specific musical events in a given example.

Listening MapsVin Diagram

Music Connections CD’shttp://musiced.nafme.org/my-music-class/



Evaluating Compare and contrast two different performances of the same excerpt using appropriate vocabulary/terminology.

Create a rubric to compare grade level performances.Apply WTSBOA rubric to student performances of All-West music.Compare festival performance with spring concert

http://www.wtsboa.com





http://musiced.nafme.org/my-music-class/



CONNECTStandard 8.0 Interdisciplinary Connections:Students will understand relationships between music, the other arts, and disciplines outside the arts.Standard 9.0 Historical and Cultural Relationships:Students will understand music in relation to history and culture.

Interdisciplinary Connections Listen to and discuss music played on at least three different forms of technology (e.g., iPod, mp3 player, computer, cassette player, radio, CD player, LP/album).

Class discussionGroup project.


CCSS.ELA-Literacy.CCRA.W.2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.





CCSS.ELA-Literacy.CCRA.SL.5Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Historical and Cultural Relationships Examine and discuss the role of music and its influence in present-day society.

Class discussionThinking MapGroup Project

Music Connection CD’sAmerican Popular Musichttp://www.carsondellosa.com/cd2/SearchCatalog.aspx?k=music

CCSS.ELA-Literacy.CCRA.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.




phase ii - ms intermediate band.docx intermediate... · web viewalfred’s music theory book 1....

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